“GETTING BETTER AS A TEACHER”

1. “GETTING BETTER AS A TEACHER” Presentation by: L. Dee Fink, Ph.D. Educational Consultant in Higher Education Author of: Creating Significant Learning Experiences Brigham Young University - Idaho April 16, 2012

2. BYU-Idaho: • “It is imperative for this institution to raise substantially the quality of every aspect of the experience our students have.” • -Statement made in October 2005 by: • David Bednar, former president • Kim Clark, current president • Larry Summers, visiting speaker

3. 2 Average Quality of Teaching in 2005 1 2005 3-5 Years from Then 7-10 Years from Then

4. TWO UNDERLYING PERSPECTIVES: To meet this goal, BYU-I needs to… Be Learning-Centered

5. TWO UNDERLYING PERSPECTIVES: To meet this goal, BYU-I needs to… Be Learning-Centered Work on Continuous Improvement

6. Everyone’s Potential A Quality of Teaching (now) Time Getting Better Over Time B C

7. Everyone’s Potential A Quality of Teaching (now) Time Getting Better Over Time C

8. Interact with Students Knowledge of the Subject Matter Designing Learning Experiences Managing the Course FUNDAMENTAL TASKS OF TEACHING Beginning of the Course

9. Reflect on what else one needs to learn Acquire new ideas on teaching Assess the effectiveness of one’s own teaching Interact with students Knowledge of subject matter Trynew ways of teaching Design learning experiences Course management • DURING the course • END of the course • AFTER the course GETTING BETTER Over Time FOUR FUNDAMENTAL TASKS of Teaching Impact on STUDENT LEARNING

10. Ideas/Literature on COLLEGE TEACHING 2 3 LEARN REFLECT SHARE 1 USE ASSESS COLLEAGUES The Learning Cycle: 3 WAYS OF LEARNING

11. EVERYONE GETTING BETTER: • What is needed, for this to happen? • My Answer: Every needs to… • LEARN about and USE new ideas – every year, every year. • ASSESS and get FEEDBACK on their teaching – carefully, all the time .

12. Ideas/Literature on COLLEGE TEACHING LEARN REFLECT SHARE USE ASSESS COLLEAGUES The Learning Cycle: 3 WAYS OF LEARNING

13. NEW IDEAS to Be Aware of, Learn about, and Use

14. “5 TRANSFORMATIVE TEACHING • PRACTICES” • Change Students’ View of Learning • Learning-Centered Course Design • Team-Based Learning • Be a Leader with Your Students • Students Reflecting on Their Own Learning

15. “5 TRANSFORMATIVE TEACHING • PRACTICES” • Change Students’ View of Learning

16. Saundra McGuire, Louisiana State Univ. Stephen Carroll, Santa Clara Univ.

17. Use Metacognition to Become an Expert Learner Saundra McGuire:

18. Metacognition The ability to: • think about thinking • be consciously aware of oneself as a problem solver • to monitor and control one’s mental processing • to be aware of the type of learning that you are doing

19. Counting Vowels in 45 seconds How accurate are you? Count all of the vowels in the words on the next slide.

20. Dollar Bill Dice Tricycle Four-leaf Clover Hand Six-Pack Seven-Up Octopus Cat Lives Bowling Pins Football Team Dozen Eggs Unlucky Friday Valentine’s Day Quarter Hour

21. How many items in the list do you remember? • 2 or less • 3 – 5 • 6 – 8 • 9 – 12 • 13 or more

22. Dollar Bill Dice Tricycle Four-leaf Clover Hand Six-Pack Seven-Up Octopus Cat Lives Bowling Pins Football Team Dozen Eggs Unlucky Friday Valentine’s Day Quarter Hour What are the words arranged according to?

23. NOW how many words or phrases do you remember? • 2 or less • 3 – 5 • 6 – 8 • 9 – 12 • 13 or more

24. What were two major differencesbetween the 1stand 2nd attempts?

25. 1. We knew what the task was 2. We knew how the information was organized

26. The Study Cycle 4Reflect Preview before class– Skim the chapter, note headings and boldface words, review summaries and chapter objectives, and come up with questions you’d like the lecture to answer for you. Preview Attendclass – GO TO CLASS! Answer and ask questions and take meaningful notes. Attend Review after class– As soon after class as possible, read notes, fill in gaps and note any questions. Review • Study – Repetition is the key. Ask questions such as ‘why’, ‘how’, and ‘what if’. • Intense Study Sessions* - 3-5 short study sessions per day • Weekend Review – Read notes and material from the week to make connections Study • Assess your Learning– Periodically perform reality checks • Am I using study methods that are effective? • Do I understand the material enough to teach it to others? Assess *Intense Study Sessions Center for Academic Success B-31 Coates Hall ▪ 225.578.2872 ▪www.cas.lsu.edu

27. The Story of Three LSU Students • Travis, junior psychology student 47, 52, 82, 86 B in course • Joshua, first year chemistry student* 68, 50, 50, 87, 87, 97, 90 (final) A in course • Dana, first year physics student 80, 54, 91, 97, 90 (final) A in course *2010 Summer Scholar

28. Stephen Carroll Santa Clara University “PRIMING STUDENTS FOR SELF-DIRECTED LEARNING” http://www.youtube.com/user/LDeeFink

29. “Priming for Self-Directed Learning: DOES IT MAKE A DIFFERENCE?

30. Dean’s List (Top 10% of each class) • Seniors: ~45% of his students make this list • Juniors: ~40% • Elected to honor societies: More than 3 times the rate of the general population. • Campus Leadership Positions: Significantly over-represented in peer tutoring, EMT group, editor of Santa Clara Review, etc. “The quality of the work my students do now is better in every way than the work my students did before I started using these methods.”

31. “5 TRANSFORMATIVE • TEACHING PRACTICES” • Change Students’ View of Learning • Learning-Centered Course Design

32. “Learning-Centered Course Design”

33. Taxonomy of Significant Learning

34. In a course with significant learning, students will: • Understand and remember the key concepts, terms, relationship, etc. • Know how to use the content. • Be able to relate this subject to other subjects. • Understand the personal and social implications of knowing about this subject. • Value this subject and further learning about it. • Know how to keep on learning about this subject, after the course is over.

35. Teaching & Learning Activities Feedback & Assessment INTEGRATED COURSE DESIGN: Key Components Learning Goals S i t u a t i o n a l F a c t o r s

36. 3-COLUMN TABLE: Learning Goals: Assessment Activities: Learning Activities:

37. Criteria of “GOOD” Course Design Learning Goals Teaching and Learning Activities Feedback & Assessment Significant Learning Integrate Active Learning Educative Assessment S I T U A T I O N A L F A C T O R S In-Depth Situational Analysis

38. 4 2 3 1 5 Learning IMAGINED - - - - - -> - - - - - -> - - - -> Learning ACHIEVED • Learning Goals • Xxx • Xxx • Xxx • Xxx • Xxx • xxx 3-Column Table Weekly Schedule

39. FINK’S “5 TRANSFORMATIVE • TEACHING PRACTICES” • Change Students’ View of Learning • Learning-Centered Course Design • Team-Based Learning

40. “Team-Based Learning” Larry Michaelsen

41. HOW DO PEOPLE LEARN? • Transmit Knowledge?

42. Transmission Of Knowledge

43. HOW DO PEOPLE LEARN? • Transmit Information • Constructivism

44. HOW DO PEOPLE LEARN? • Transmit Information • Constructivism • Social Constructivism

45. Quality of Student Learning Traditional Teaching (lecture, textbook focused) Casual Use Cooperative Learning Team-Based Learning Different Ways of Using Small Groups

46. • Covering a 2-3 Week Block of Time • Covering One Major Topic Within the Course CULMINATING PROJECT EXAM: Individual or Group ) ) ) ) ) 50% 60% 70% 80% 90-100% The Sequence of Learning Activities in Team-Based Learning Three Phases of Team Learning: Preparation Application (Practice with Feedback) Assessment R.A.P.: Activities: 1. Individual test (Continue 2. Team test Group Work Group Work pattern as long In-Class: (Simple) (Complex) as desired) 3. Appeals 4. Corrective Instruction Out-of-Class: Reading Homework Homework Review Approximate Level of Content Understanding at Each Phase: ) 40%

47. Assignment Wording: Desired Learning Outcome: “Students will be able to coherently weigh the factors that affect the desirability of specific sites as locations for particular kinds of business ventures.” “Identify the key factors that should be considered when deciding where to locate a new business.” “Select what you think would be the ideal site for a new dry cleaning business in (Norman, OK).” “Identify the single most important factor for evaluating potential sites for locating a new business in (Norman, OK).”

48. 3 “DIALOGUE” BOXES OF TBL Dialogue With Oneself Dialogue WITHIN A Group Dialogue AMONG Groups High Quality LEARNING x x =>

49. Question: What is the main reasonthat the “3 Boxes” sequence is such a powerful learning sequence?” It has more student-talk than teacher-talk. It generates dialogue from multiple perspectives, focused on a key issue or question. Students are teaching each other, rather than being taught by the teacher. The course becomes more enjoyable for students because they are more actively engaged.

50. FINK’S “5 TRANSFORMATIVE • TEACHING PRACTICES” • Change Students’ View of Learning • Learning-Centered Course Design • Team-Based Learning • Be a Leader with Your Students